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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties McKean, Cristina; Reilly, Sheena; Bavin, Edith L.. - : American Academy of Pediatrics, 2017 BASE Show details 2 Language education policy among the Association of Southeast Asian Nations (ASEAN) Kirkpatrick, Andy. - : Liverpool University Press, 2017 BASE Show details 3 Language education policy and practice in East and Southeast Asia Kirkpatrick, Andy; Liddicoat, Anthony J.. - : Cambridge University Press, 2017 BASE Show details 4 The Languages of Higher Education in East and Southeast Asia: Will EMI Lead to Englishisation? Kirkpatrick, Andy. - : Springer, 2017 BASE Show details 5 Future directions for researching Chinese English Kirkpatrick, Andy. - : Springer International Publishing AG, 2017 BASE Show details 6 Direct teaching of vocabulary after listening: is it worth the effort and what method is best? Hennebry, M; Rogers, V; Macaro, E; Murphy, V. - : Routledge, 2017 Abstract: This paper reports a study comparing the effects of vocabulary instruction on recognition and recall through provision of either an L1 equivalent or an L2 (French) definition. Instruction was in the context of a focus-on-meaning listening activity. The study employed a quasi-experimental design, involving 262 Year 9 learners of French in seven intact classes. Results indicate that brief vocabulary instruction after the listening activity led to more effective recall than a listening-only condition. Gains were found in favour of the L1 equivalent condition over the L2 definition condition for higher and lower proficiency students. Pedagogical implications for this type of lexical focus in the context of a meaning-focused activity are discussed. Keyword: Applied Linguistics and Educational Linguistics; Communication and Culture; Language; Linguistics URL: http://ecite.utas.edu.au/140217 https://doi.org/10.1080/09571736.2013.849751 BASE Hide details 7 Elaborative feedback to enhance online second language reading comprehension Bown, A. - : Canadian Center of Science and Education, 2017 BASE Show details 8 Foreign Language Teaching for Citizenship Development Hennebry, M. - : Routledge, 2017 BASE Show details

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